Month: January 2019

Left handed

Green coffee cup
A couple of months ago, I started doing journaling with my left hand. Before bed, I would write one page with my right hand and the reverse with my left. I’m not ambidextrous. I was wondering whether it would access a different part of my brain. I can’t prove that one way or the other. However, because it made me write more slowly, it made changes, if only because of that.

Last week, I got the clever idea of writing the journaling alternating hands. Write one word with the right, the next with the left, then with the right and so on. This style I can definitely tell that it’s different.

I have more of an idea of the whole sentence and things tend to flow together better. I also used the technique to write a poem and it came out so that it didn’t need so much editing. (Often when I write a poem, I take a long time editing and reediting which is tedious.

My left hand isn’t as legible as my right, although it’s getting better. My right hand’s writing isn’t that legible to begin with. lol

What was missing in my online classes?

Thought bubble
Over the past few years I had been taking Library Science classes at IUPUI. Like many library school programs, the classes were all offered online. I got great grades and enjoyed learning the material. However, I can compare those graduate classes to the graduate level math classes I took at IPFW. The math classes were in person on the university campus.

Reflecting on my experiences, there were important things missing at IUPUI. I believe that the problems are relevant to any online courses and not my specific experiences. Here are a few things the online classes lack:

There is very little interaction between me and the other students. We couldn’t talk in the hall before class to encourage each other or ask for help. There wasn’t a library with study rooms and a cafeteria to visit. There wasn’t a “I’m studying” place to contrast with a “I’m making dinner” place. That leads to poorer learning through distractions and interruptions. By missing these intangibles, the classes become sterile and mechanical.

Although the online classes had forums to ask questions or have a discussion, those can’t replicate the quick back and forth in a lecture. It isn’t possible to raise a hand and stop in the middle. In a conventional class, when someone asked a question, it could lead to follow up questions by someone else. The questions allow the instructor to switch gears if their presentation wasn’t working.

Unfortunately, the online system is a communication bottleneck. Language becomes a barrier as some students may not express themselves easily or be self-conscious of using bad spelling or grammar. In the math classes, I could ask a question that was confused and not feel intimidated. By the next week, everyone would have forgotten my clumsy explanation. In an online classes, the discussions are saved forever.

A limitation on the online classes is that all activities need be evaluated in points. If a task can’t turn into points, there is no incentive to do it. If it doesn’t affect your points total, extra work that would improve comprehension is unlikely to be done. The focus is continuously “what grade am I going to get?” Although that is present in the conventional class, it is front and center in an online class, You can see it every time you log in.

It is easy for the instructors in an online class to overwhelm themselves with too much material to grade. This is discouraging students when the work isn’t returned promptly.

Although I got good grades, it’s not clear how much of the lessons “stuck.”

There are lots of trade offs between online classes and those that are in person. For younger students, I think that the risks should encourage concern that an online class might be inappropriate. What is needed to compensate for these risks? What are best practices for online schools?